I didn't always know I wanted to teach. I still question my choice sometimes.
I suppose I feel an obligation to leave the world a little better than how I found it. I have followed some other passions in this quest; behavioral therapist, pizza maker, thought maybe I would lobby in resource use and economics. It was during a week long environmentally themed summer camp for several children with special needs that I planned and directed that it occurred to me. I love sharing my excitement for the world with young people, taking them outside to truly experience and learn something cool. So I came back to school and here I am. Wondering if I know what I am doing.
I never liked school. I still don't. I think (don't think. know it and be confident about it) I have the passion, intellect and innate ability to understand what some of our special students need to catalyze some much needed changes in the way we educate young people.I see myself as a bridge from the past to the future, from theory to practice. I hope to infiltrate the system from within, after many years on the front lines, advocating for my students. I don't know if I'll be remembered and I don't see myself as a hero. I teach because I can, because even on the worst days I can't wait to come back, because each of those students - whether 18 year old freshman from NJ at URI or the 14 year old from North Providence - they are my kids. They are my community. And I have seen some of the alternatives.
I am not a megalomaniac. I do not wish to conform or control my students but they will know who the adult is. I hope they learn from me that it is perfectly acceptable to ask questions, to actively seek answers in a rational, logical way, that it is okay to be wrong and make mistakes as long as we learn from them, that this world is an amazing place and there is so much we can do. Science class is just a conduit to teach and model responsibility, humility, grace, passion, commitment, critical thinking and the power of the imagination.
Ideally, my classroom would be learner centered and project based. Multiple opportunities to build things, solve problems, work with peers, get outside, choose how to display mastery. By keeping students challenged, involved and responsible for their learning, I believe this will minimize the various ways I have seen some teachers exert control over students. In no way am I implying that discipline and norms are not necessary, because they are. And they will be well established and consistent.But I have seen so many deleterious behaviors and problems stem from a student being controlled, bored or swept through the cracks.
What do you want to teach? How did you come to choose this subject?
Passion in a subject is important. Students pick up on a teacher's interest in a content area.
Your reasons for wanting to teach are very commendable.
I suppose I feel an obligation to leave the world a little better than how I found it. I have followed some other passions in this quest; behavioral therapist, pizza maker, thought maybe I would lobby in resource use and economics. It was during a week long environmentally themed summer camp for several children with special needs that I planned and directed that it occurred to me. I love sharing my excitement for the world with young people, taking them outside to truly experience and learn something cool. So I came back to school and here I am. Wondering if I know what I am doing.
I never liked school. I still don't. I think (don't think. know it and be confident about it) I have the passion, intellect and innate ability to understand what some of our special students need to catalyze some much needed changes in the way we educate young people.I see myself as a bridge from the past to the future, from theory to practice. I hope to infiltrate the system from within, after many years on the front lines, advocating for my students. I don't know if I'll be remembered and I don't see myself as a hero. I teach because I can, because even on the worst days I can't wait to come back, because each of those students - whether 18 year old freshman from NJ at URI or the 14 year old from North Providence - they are my kids. They are my community. And I have seen some of the alternatives.
I am not a megalomaniac. I do not wish to conform or control my students but they will know who the adult is. I hope they learn from me that it is perfectly acceptable to ask questions, to actively seek answers in a rational, logical way, that it is okay to be wrong and make mistakes as long as we learn from them, that this world is an amazing place and there is so much we can do. Science class is just a conduit to teach and model responsibility, humility, grace, passion, commitment, critical thinking and the power of the imagination.
Ideally, my classroom would be learner centered and project based. Multiple opportunities to build things, solve problems, work with peers, get outside, choose how to display mastery. By keeping students challenged, involved and responsible for their learning, I believe this will minimize the various ways I have seen some teachers exert control over students. In no way am I implying that discipline and norms are not necessary, because they are. And they will be well established and consistent.But I have seen so many deleterious behaviors and problems stem from a student being controlled, bored or swept through the cracks.
What do you want to teach? How did you come to choose this subject?
Passion in a subject is important. Students pick up on a teacher's interest in a content area.
Your reasons for wanting to teach are very commendable.
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